The Effects of using English Captions on Iranian EFL Students’ Listening Comprehension

Ghasemboland, Farimah; Nafissi, Zohreh

doi:10.1016/j.sbspro.2012.11.013

Cited by 11 publications

(12 citation statements)

References 10 publications

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“…According to the Ghasemboland and Nafissi (2012), listening is a vital skill in the language acquisition process. Listening comprehension is a complex cognitive process that, although in terms of the mother tongue seems easily acquired, needs a great deal of effort in a second and specifically foreign language learning process.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

Sayadi

Heidar

2018

IJREE

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The aim of the current study was to investigate whether Podcasts would have an effect on Iranian autonomous and non-autonomous EFL learners' listening comprehension ability at pre-intermediate level. For this purpose, 60 Iranian pre-intermediate EFL learners at some Iranian institutes participated in the experiment of the study. Then they were divided into two groups based on an Oxford Placement Test (OPT) and an autonomy questionnaire. The participants of each group were assigned randomly into two experimental groups (N=15) and two control groups (N=15). A pre-test was administered to the four groups of the study and then, the experimental groups received 5 sessions of teaching podcast. After the treatment, a posttest of L2 listening comprehension was administered to all groups of the study and finally the data were analyzed via a series of paired sample t-tests to see whether there is progress between the pretest and posttest scores of the groups, and a Two-way ANOVA was used to see the differences between posttests. The results revealed that Iranian autonomous and non-autonomous EFL learners' listening comprehension ability got better after the treatment.

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Section: Statement Of the Problemmentioning

confidence: 99%

The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

Sayadi

Heidar

2018

IJREE

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“…Captions are on-screen texts in a given language combined with a soundtrack in the same language which are presented synchronously as the video is playing (Ghasemboland & Nafissi, 2012). …”

Section: B Captionsmentioning

confidence: 99%

“…According to Ghasemboland and Nafissi (2012), the visual and verbal organisms can be activated individually, however there are interconnections among the two organizations that permit dual coding of material. They furthermore believe that if material is coded in both organizations (as with verbal language and captions); the student remembers it more simply, since links will be shaped among the two organizations.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

Pasban

Forghani

Nouri

2015

JLTR

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Abstract-Phrasal verbs are regularly used in spoken English. Because of the difficulties experienced by Iranian EFL students in learning phrasal verbs (Khatib & Ghannadi, 2011), the present study intended to examine the effects of using English captions on Iranian EFL learners' learning of phrasal verbs in terms of recognition and production. A language proficiency test was managed to 68 EFL learners, among whom 60 intermediate learners were chosen as the participants of the study. They were randomly assigned into two groups: control group and experimental group. Prior to giving any instruction, the researcher administered a pre-test. Then, students in the experimental group watched video clip with captions whereas learners in the control group received video clips without captions. To compare improvement between and within each group t-test analyses were conducted. The result of the study indicated that the learners in the experimental group outperformed those of control group in their writing performance. So, watching English captioned movies affects student's phrasal verb knowledge.

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“…As mentioned earlier, most of the language instructors who were interviewed prior to this study appeared apprehensive of the effectiveness of captions. Secondly, based on our google search, we found limited studies werecarried out in Iran and except for two studies (Etemadi, 2012;Zarei & Rashvand, 2011), the rest of the studies appeared to focus on the effects of captions on isolated language skills: listening (Latifi et al, 2011;Hayati & Mohmedi, 2009;Ghasemboland & Nafissi, 2012) and vocabulary (Zarei, 2009;Taghavi et al, 2012). The two studies that examined integrated language skills are Zarei and Rashvand's (2011) study that focused on vocabulary and production, and Etemadi's (2012) study on content comprehension and vocabulary.…”

Section: Literature Reviewmentioning

confidence: 99%

Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency

Harji¹,

Alavi²,

Letchumanan³

2014

ELT

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This experimental design study examined the effects of viewing captioned instructional videos on EFL learners' content comprehension, vocabulary acquisition and language proficiency. It also examined the participants' perception of viewing the captioned instructional videos. The 92 EFL students in two classes, who were undertaking the Tape and Video Interpretation course, participated in this study. The randomly assigned experimental class viewed 30 episodes of captioned Connect with English and the control class viewed the same episodes without captions. Adopting the quantitative approach, a Michigan English Test, Content-Specific Tests and a questionnaire were administered to examine the participants' content comprehension, vocabulary acquisition and language proficiency development as well as the experimental group's perception towards viewing captioned instructional videos. Although, both groups recorded gains, the findings were in favor of the use of captioned instructional videos. The results showed that the effects of viewing captioned instructional videos are greater on vocabulary acquisition and language proficiency development than on content comprehension. The participants' perceptions of the use of captioned instructional video were consistent with the results. They felt that it enhanced their language learning, but did not affect their comprehension of the movie and that captions were not a form of distraction. Pedagogical implications for EFL instructions, especially where multimedia technology tools may be limited is that, captioned instructional videos can be deemed as a promising media to enhance language learning.

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The Effects of using English Captions on Iranian EFL Students’ Listening Comprehension

Cited by 11 publications

References 10 publications

The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency

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